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Weather Vane (1994-09-22) Vol. 39 No. 2

Page 1

E a s t e r n H e n n o n U e U n i v e r s i t y
Volume 39 Num ber 2 Harrisonburg, Virginia 22801 Thursday, Septem ber 22, 1994
Foraina toward Fluency:
Intensive English Program
by Jessica King
EM U ’s Intensive English Pro­gram
is in its sixth year, and grow ­ing
rapidly. Conceived in 1989 by
Language and Literature professor,
Ervie Glick, the IEP started with
seven students, two part-time fac­ulty
persons, and upstairs class­rooms
in Hartzler Library. Now,
two ofthose first students are gradu­ating,
the num ber o f students in­volved
has grown to 30, there are
three full and one part-tim e faculty
members, and the IEP boasts a house
all o f its own.
A ccording to D irecto r E rvie
Glick, the IEP is a preparatory pro­gram
for international students, who
this year come from Korea, Ethiopa,
Zaire, Taiwan, Russia, Costa Rica,
Switzerland, the Netherlands, Ger­many
and Paraguay. The majority,
though, are the students which come
from E M U ’s siste r co lle g e at
Wakkanai, in Japan, and Hokusei
W om en’s College in Sapporo.
They are all high school gradu­ates,
and in some cases graduates of
other colleges and universities, who
come to EMU and participate in
English grammar, content, listen­ing,
speaking, reading and writing
classes. But that is just the basic
core o f the program.
If the student lives in the dorm, it
is often with an American room ­mate,
a situation which provides an
opportunity for students to learn cul­ture
and language outside o f the
classroom . S econd-year student
Noriko Ikezoe has chosen to live in
M artin House this year, after living
in the dorm last year.
“In the dorm, with my Japanese
friends, we speak Japanese every
day,” Ikezoe explains. “In M artin
House, I d o n ’t see my Japanese
friends as much, so I speak English
m ore.”
Cynthia Yoder, who handles some
of the adm inistrative load o f the IEP
along with teaching and student re­lations,
advocates International/
American student relationships, not
only for the friendships that evolve,
but also for the fact that “friends are
one of the best ways for IEP stu­dents
to learn.”
In fact, when students reach the
advanced level o f IEP, they take one
college course to prove their lan­guage
com petency, and are paired
with a ‘buddy’ who will help them
both in and out of class, with note-taking,
studying and understanding
the material.
The success o f the IEP is evident
by just looking at the undergradu­ate
population^Students like third-year
Ikuko Osawa are walking suc­cess
stories. Ikuko is now out o f the
program and is a full-time college
student who has incorporated her
study of English into her future plans.
“I would like to go back to Japan to
teach English to Junior High kids or
in High School.” According to
Ikuko, for many IEP students, their
intensive English study will likely
be an employable asset in theirhom e
cont. page 2
Exceeds Expectations
The diverse IEP group gathers in front of the new Heatwole House on Smith Street. Open
to visitors, the new space contains classrooms, a computer lab and kitchen space.
Coverings and
Cowpiles
Can our Mennonite ethnicity
be exclusive?
page 14
Music With a Message;
Members of BataholaNorte,
a Nicaraguan youth choir
from a poor barrio in
Managua perform in chapel
on Wednesday, Sept. 13.
The group gave a series of
scheduled concerts in the
H arrisonburg area that
showcased their musical tal­ents
and raised awareness of
the plight of the oppressed
Nicaraguan underclass.
Give Peace a
Chance
students reflect on the
current crises in Haiti
page 4
To Eat or Not to
Eat
off-campus students
discover culinary skills
pages 8,9

E a s t e r n H e n n o n U e U n i v e r s i t y
Volume 39 Num ber 2 Harrisonburg, Virginia 22801 Thursday, Septem ber 22, 1994
Foraina toward Fluency:
Intensive English Program
by Jessica King
EM U ’s Intensive English Pro­gram
is in its sixth year, and grow ­ing
rapidly. Conceived in 1989 by
Language and Literature professor,
Ervie Glick, the IEP started with
seven students, two part-time fac­ulty
persons, and upstairs class­rooms
in Hartzler Library. Now,
two ofthose first students are gradu­ating,
the num ber o f students in­volved
has grown to 30, there are
three full and one part-tim e faculty
members, and the IEP boasts a house
all o f its own.
A ccording to D irecto r E rvie
Glick, the IEP is a preparatory pro­gram
for international students, who
this year come from Korea, Ethiopa,
Zaire, Taiwan, Russia, Costa Rica,
Switzerland, the Netherlands, Ger­many
and Paraguay. The majority,
though, are the students which come
from E M U ’s siste r co lle g e at
Wakkanai, in Japan, and Hokusei
W om en’s College in Sapporo.
They are all high school gradu­ates,
and in some cases graduates of
other colleges and universities, who
come to EMU and participate in
English grammar, content, listen­ing,
speaking, reading and writing
classes. But that is just the basic
core o f the program.
If the student lives in the dorm, it
is often with an American room ­mate,
a situation which provides an
opportunity for students to learn cul­ture
and language outside o f the
classroom . S econd-year student
Noriko Ikezoe has chosen to live in
M artin House this year, after living
in the dorm last year.
“In the dorm, with my Japanese
friends, we speak Japanese every
day,” Ikezoe explains. “In M artin
House, I d o n ’t see my Japanese
friends as much, so I speak English
m ore.”
Cynthia Yoder, who handles some
of the adm inistrative load o f the IEP
along with teaching and student re­lations,
advocates International/
American student relationships, not
only for the friendships that evolve,
but also for the fact that “friends are
one of the best ways for IEP stu­dents
to learn.”
In fact, when students reach the
advanced level o f IEP, they take one
college course to prove their lan­guage
com petency, and are paired
with a ‘buddy’ who will help them
both in and out of class, with note-taking,
studying and understanding
the material.
The success o f the IEP is evident
by just looking at the undergradu­ate
population^Students like third-year
Ikuko Osawa are walking suc­cess
stories. Ikuko is now out o f the
program and is a full-time college
student who has incorporated her
study of English into her future plans.
“I would like to go back to Japan to
teach English to Junior High kids or
in High School.” According to
Ikuko, for many IEP students, their
intensive English study will likely
be an employable asset in theirhom e
cont. page 2
Exceeds Expectations
The diverse IEP group gathers in front of the new Heatwole House on Smith Street. Open
to visitors, the new space contains classrooms, a computer lab and kitchen space.
Coverings and
Cowpiles
Can our Mennonite ethnicity
be exclusive?
page 14
Music With a Message;
Members of BataholaNorte,
a Nicaraguan youth choir
from a poor barrio in
Managua perform in chapel
on Wednesday, Sept. 13.
The group gave a series of
scheduled concerts in the
H arrisonburg area that
showcased their musical tal­ents
and raised awareness of
the plight of the oppressed
Nicaraguan underclass.
Give Peace a
Chance
students reflect on the
current crises in Haiti
page 4
To Eat or Not to
Eat
off-campus students
discover culinary skills
pages 8,9